Three things are true when it comes to Cambridge and the MCAS:
1. Our combined scores are not as good as those of more middle-class suburbs.
2. Many parents are skeptical about what would happen to classroom teaching if MCAS scores become the only way we judge school quality.
3. Regardless of what you think about MCAS, most people can agree that any parent would have the right to be concerned if they found out that their child scored less than “proficient” on these tests.
So here comes some news that might surprise you:
No matter what racial/ethnic subgroup your child may fall in, he or she now has a better chance of scoring proficient or above on the MCAS when compared to the state if they attend school in Cambridge.
According to the state Educational Quality and Accountability office, all of Cambridge’s racial/ethnic subgroup scores surpassed state averages in 2006.
Here’s the breakdown, with the percentage scoring proficient or above in Cambridge as the first number, followed by the state percentage:
Asian: 70 percent in CPS; 66 percent in state
Black: 33; 32
Hispanic: 70.1; 59.2
White: 85.4; 82.8
[Note: the EQA was only looking at racial/ethnic subgroups for this report, so I do not have other subgroup comparisons, like low-income.]
Now for an editorial comment:
There’s been a lot of concern about scores not moving, administrative bloat, parents moving out of town and need for dramatic change. But a lot has changed over the past four years and it's time to spread the word. The advocacy has worked and there has been some dramatic change. Scores are moving, gaps are closing (slowly but surely) we have a trimmed down administrative budget and a big jump in kindergarten registration for this fall.
I’m not foolish enough to declare “Mission Accomplished.” But I do think a different message is called for as we head into the next phase. Now it’s time to support our school department and our children in continuing their efforts. Not blindly, but constructively.
Thankfully, Cambridge schools do not need to make the choice between a well-rounded education and test results. Dare I say it? We could have the best of both worlds.
We do need to keep the focus on promoting high quality instruction, which in my definition includes efforts to support every child in academics and in social-emotional areas like motivation. We also need to focus on the serious work left to do to close the black/white achievement gap. (More on this to come.)
In education--where new trends pop up every day--sustaining what’s working, while taking it to a new level, may be our toughest challenge yet.
Tuesday, February 27, 2007
Friday, February 16, 2007
King students go to China!
School Committee members are routinely sent notices of up-coming field trips. One caught my eye the other day.
Eighth graders from the Martin Luther King School, Jr. are going to study and visit sites around the Hangzhou Jiangnan Model School in Hangzhou, China during the first week of June.
This trip is the brain-child of Carole Learned-Miller, the energetic principal at King, who has made it something of a personal mission to build the academic program at King and recruit families to the school.
"The students going on the trip have not only studied Mandarin Chinese for a decade at the Dr. Martin Luther King, Jr. School, but they have also given up a significant portion of their free time this semester to take an additional intensive oral language elective," Learned-Miller wrote to the School Committee. "They have also passed a series of assessments, which show that they have reached an intermediate or D2 level of Mandarin Chinese proficiency."
Amazingly, Learned-Miller and her faculty raised enough funds for the trip that the only thing the students have to pay for is their passport and Visa.
Not only does she hope that these students will continue their Mandarin studies at the high school, but she hopes that this visit will become an annual tradition at the school, where all the students K-8 now take Chinese for 30 minutes a day. She also believes that younger students will study harder knowing that they will be going on a trip in which they will use the skills they are learning.
"Being that China is now a world power and that more people speak Mandarin than any other language, we also believe we are preparing our students for the future job market," said Learned-Miller.
[Note: this is the same city where Middlebury College hosts its own Chinese study abroad program.]
The King School is one of two schools in Cambridge taking advantage of a new state program to extend the school day by two hours. Students are taking electives during the day in addition to core subjects.
In fact, The New York Times is working on a story about the school's extended learning day. I'll post the link when it's published.
All in all, I think this school is one of the best-kept secrets in town. Hopefully, not for long.
For more on the King School and all the attention it's getting click here.
Eighth graders from the Martin Luther King School, Jr. are going to study and visit sites around the Hangzhou Jiangnan Model School in Hangzhou, China during the first week of June.
This trip is the brain-child of Carole Learned-Miller, the energetic principal at King, who has made it something of a personal mission to build the academic program at King and recruit families to the school.
"The students going on the trip have not only studied Mandarin Chinese for a decade at the Dr. Martin Luther King, Jr. School, but they have also given up a significant portion of their free time this semester to take an additional intensive oral language elective," Learned-Miller wrote to the School Committee. "They have also passed a series of assessments, which show that they have reached an intermediate or D2 level of Mandarin Chinese proficiency."
Amazingly, Learned-Miller and her faculty raised enough funds for the trip that the only thing the students have to pay for is their passport and Visa.
Not only does she hope that these students will continue their Mandarin studies at the high school, but she hopes that this visit will become an annual tradition at the school, where all the students K-8 now take Chinese for 30 minutes a day. She also believes that younger students will study harder knowing that they will be going on a trip in which they will use the skills they are learning.
"Being that China is now a world power and that more people speak Mandarin than any other language, we also believe we are preparing our students for the future job market," said Learned-Miller.
[Note: this is the same city where Middlebury College hosts its own Chinese study abroad program.]
The King School is one of two schools in Cambridge taking advantage of a new state program to extend the school day by two hours. Students are taking electives during the day in addition to core subjects.
In fact, The New York Times is working on a story about the school's extended learning day. I'll post the link when it's published.
All in all, I think this school is one of the best-kept secrets in town. Hopefully, not for long.
For more on the King School and all the attention it's getting click here.
Tuesday, February 13, 2007
Up on the Hill
I was at the State House today getting sworn in as a member of the Governor's Local Advisory Council. I get to participate because I'm vice president of the Massachusetts Association of School Committees.
It all started about 1 p.m. in the governor's office. We were jammed in a small room, surrounded by portraits of previous governors (I had no idea that Gov. Weld had his portrait painted while dressed in jeans) and an enormous chandelier. There were a ton of local officials, all anxious to hear what the new governor plans to do with his first budget and beyond that.
Former Cambridge student school committee member Leslie Kirwan, now Gov. Patrick's secretary of administration and finance, was there. I also got to meet Daniel O'Connell, secretary of housing and economic development, who told me he went to Cambridge High and Latin in the sixties. Of course, former Cambridge school committee member and MASC executive director Glenn Koocher was there. A real Cambridge fest!
I always think these things are going to be too chaotic to cover any real substance. But I have to say that not only was it pretty exciting, but I learned some things.
Patrick spoke a lot about partnership and problem-solving with the group, which will meet monthly. Revitalizing the economy will help with many of the state's problems, he said, and that appears to be No. 1 on his mind. He spoke about the need to think more regionally and how he will be asking local officials to help with this. Kirwan said Patrick was working so hard, that he sent her an e-mail at midnight last night about the budget.
As for schools, MASC president Joe Santos (Ludlow) and our past president Mo Hancock (Brockton) spoke about some of our main priorities: increasing Chapter 70 aid, decreasing the number of redundant and bureaucratic accountability systems now operating in the state (14 and counting), fair charter school funding and reconstitution of the Massachusetts Board of Education.
Mo spoke eloquently about MASC's recent meeting with Sen. Kennedy and their conversation about the need to have a Board of Education in Massachusetts that is willing to work constructively with local officials to improve public schools instead of seeking more and more ways to punish them. Mo noted that Massachusetts students consistently outscore students in other states on national tests, yet we have more schools identified for improvements.
Patrick simply said: "I get your message loud and clear."
I can't wait to see what comes next.
It all started about 1 p.m. in the governor's office. We were jammed in a small room, surrounded by portraits of previous governors (I had no idea that Gov. Weld had his portrait painted while dressed in jeans) and an enormous chandelier. There were a ton of local officials, all anxious to hear what the new governor plans to do with his first budget and beyond that.
Former Cambridge student school committee member Leslie Kirwan, now Gov. Patrick's secretary of administration and finance, was there. I also got to meet Daniel O'Connell, secretary of housing and economic development, who told me he went to Cambridge High and Latin in the sixties. Of course, former Cambridge school committee member and MASC executive director Glenn Koocher was there. A real Cambridge fest!
I always think these things are going to be too chaotic to cover any real substance. But I have to say that not only was it pretty exciting, but I learned some things.
Patrick spoke a lot about partnership and problem-solving with the group, which will meet monthly. Revitalizing the economy will help with many of the state's problems, he said, and that appears to be No. 1 on his mind. He spoke about the need to think more regionally and how he will be asking local officials to help with this. Kirwan said Patrick was working so hard, that he sent her an e-mail at midnight last night about the budget.
As for schools, MASC president Joe Santos (Ludlow) and our past president Mo Hancock (Brockton) spoke about some of our main priorities: increasing Chapter 70 aid, decreasing the number of redundant and bureaucratic accountability systems now operating in the state (14 and counting), fair charter school funding and reconstitution of the Massachusetts Board of Education.
Mo spoke eloquently about MASC's recent meeting with Sen. Kennedy and their conversation about the need to have a Board of Education in Massachusetts that is willing to work constructively with local officials to improve public schools instead of seeking more and more ways to punish them. Mo noted that Massachusetts students consistently outscore students in other states on national tests, yet we have more schools identified for improvements.
Patrick simply said: "I get your message loud and clear."
I can't wait to see what comes next.
Saturday, February 10, 2007
CPS in the News 2
WBZ-TV also featured the Morse School and the Cambridge healthy foods campaign in a broadcast on January 30, 2007.
See more cute kids, this time eating real food like apples, cucumbers, and lentil soup (!). If I'm not mistaken, I think I saw a glimpse of my former colleague, Alice Turkel, handing out samples at the end.
There's also a nice testimonial by a parent about how the CPS Health and Fitness Report Card helped her become more attentive to eating and exercise at home.
According to this report, the Cambridge campaign appears to have resulted in 300 more children attaining healthy weights.
I have written on this blog already about this campaign, which is getting lots of national attention. For the earlier entry, click here.
To see the video, Click here, and then use the search function. I typed in "healthy foods". The story is called "Healthy Foods on Lunch Menu in Cambridge Schools."
See more cute kids, this time eating real food like apples, cucumbers, and lentil soup (!). If I'm not mistaken, I think I saw a glimpse of my former colleague, Alice Turkel, handing out samples at the end.
There's also a nice testimonial by a parent about how the CPS Health and Fitness Report Card helped her become more attentive to eating and exercise at home.
According to this report, the Cambridge campaign appears to have resulted in 300 more children attaining healthy weights.
I have written on this blog already about this campaign, which is getting lots of national attention. For the earlier entry, click here.
To see the video, Click here, and then use the search function. I typed in "healthy foods". The story is called "Healthy Foods on Lunch Menu in Cambridge Schools."
CPS in the News 1
In case you missed it the first time (I did), WBZ-TV produced a nice feature on King Open students teaching other students about energy-efficient light bulbs. The students are also selling the bulbs at school to raise money through a special N-Star program.
It's a very sweet clip with nice footage of the school and the students.
Click here to go to the video archives. You'll have to use the search function. Type in King Open. It aired on Feb. 2, 2007.
It's a very sweet clip with nice footage of the school and the students.
Click here to go to the video archives. You'll have to use the search function. Type in King Open. It aired on Feb. 2, 2007.
Thursday, February 08, 2007
"How Not to Pick a School"
A link to a great article in the Washington Post appeared in my e-mail in-box today. There are two reasons why this story is compelling to me and why I think it should be widely read.
First, I worked with this reporter in D.C. at a wire service in the early 90s. So it's nice to see what happens to people you know and be able to promote their writing.
Brigid writes about choosing a neighborhood public school in Alexandria, Va. for her children despite the fact that the test scores were not as high as other schools in the district or state. The story is called "How Not to Pick a School." Let's just say she is happy she ignored the prevailing wisdom.
Secondly, the research she cites for why white parents, in particular, should look twice at diverse public schools is important.
Also important is the research, confirmed by her own at the Post, that shows that low-income students in more socioeconomically balanced schools do better than low-income students in primarily low-income schools. The School Committee looked at similar research before it changed the assignment system from race-based to income-based.
First, I worked with this reporter in D.C. at a wire service in the early 90s. So it's nice to see what happens to people you know and be able to promote their writing.
Brigid writes about choosing a neighborhood public school in Alexandria, Va. for her children despite the fact that the test scores were not as high as other schools in the district or state. The story is called "How Not to Pick a School." Let's just say she is happy she ignored the prevailing wisdom.
Secondly, the research she cites for why white parents, in particular, should look twice at diverse public schools is important.
Also important is the research, confirmed by her own at the Post, that shows that low-income students in more socioeconomically balanced schools do better than low-income students in primarily low-income schools. The School Committee looked at similar research before it changed the assignment system from race-based to income-based.
Kindergarten Registration Jumps
The first cycle of kindergarten registration for 2007/08 ended Jan. 31 and the number of children registered for CPS is higher than it has been in five years.
At this point last year, 397 kindergartners had registered. It’s up to 456 this year.
And, if you count the children under 4 and 1/2 who are only eligible for the new Montessori kindergarten classrooms (age 3-6), the total number of registrants is 557.
The school with the highest number of first choices was the Graham & Parks with 66, followed by the Haggerty (61), Baldwin (53), Morse (49) and the Tobin (43). I mention these top five because the Tobin has not been at the top of the first choice list for many years.
Beginning this fall, the Tobin will be gradually coverting to a Montessori school with the opening of three kindergarten classrooms. When you add the regular-aged kindergartners with the preschoolers registering for the Tobin, a total of 144 (!) registered for kindergarten there.
The overall increase in kindergarten registrants can probably be attributed to a number of factors, including additional marketing and outreach efforts and improving confidence in the schools in general, including the high school. But clearly, it's good news for CPS.
Here's the official school department press release on the Montessori program.
At this point last year, 397 kindergartners had registered. It’s up to 456 this year.
And, if you count the children under 4 and 1/2 who are only eligible for the new Montessori kindergarten classrooms (age 3-6), the total number of registrants is 557.
The school with the highest number of first choices was the Graham & Parks with 66, followed by the Haggerty (61), Baldwin (53), Morse (49) and the Tobin (43). I mention these top five because the Tobin has not been at the top of the first choice list for many years.
Beginning this fall, the Tobin will be gradually coverting to a Montessori school with the opening of three kindergarten classrooms. When you add the regular-aged kindergartners with the preschoolers registering for the Tobin, a total of 144 (!) registered for kindergarten there.
The overall increase in kindergarten registrants can probably be attributed to a number of factors, including additional marketing and outreach efforts and improving confidence in the schools in general, including the high school. But clearly, it's good news for CPS.
Here's the official school department press release on the Montessori program.
Tuesday, February 06, 2007
Open House Night at CRLS
There’s a hot new event in town, in a very familiar place.
I’m talking about the now semi-annual CRLS Open House where parents and guardians are invited to follow their kid’s schedule, and sample the courses they will be taking in the new semester, 15 minutes at a time.
What follows is one parent’s experience at last Thursday's Open House.
Since my husband and I happen to be parents of a student in Learning Community “S”, we headed for the initial reception in the “S” office. On the way, we were handed some new, very classy black and silver CRLS bumper stickers that Joanne Ackman, the family liaison, was passing out.
Up on the second floor, Dean Kathleen Wamness was in the "S" office serving cake. Coffee was brewing. The room started filling until it was standing room only. We met some folks and said “Hi” to a bunch of others we knew from elementary school, soccer, baseball -- all over town, really. Who knew that we were all “School S” parents?
Wamness welcomed us and pointed to a looseleaf notebook right near the door. "If your kids tell you they can't get in to see us, it's not true, all they need to do is sign up in this book." And then: "Don't be afraid to call us, that's what we're here for."
Coming out of the office after the reception, we were greeted by a crew of enthusiastic students wearing black “guide” ribbons, and offering to show us the way to our next stop, homeroom. Here we learned that homeroom teachers are functioning like advisors, reading important announcements, checking in with the kids everyday. Guidance counselors are also checking in with students at that time, or the kids can go see them if they want to change classes or talk about a problem.
During the hour that followed, in all four of the classes our daughter takes this semester, I saw the same thing: a confident teacher with a definite teaching philosophy standing in front of us, giving a well-organized presentation on the material to be covered, complete with a syllabus and a “contract” for students and parents to sign (to acknowledge that we’d read the course expectations). They gave us a taste of the daily routine and how it connects to academic, organizational and other skills high schoolers need. Teachers' e-mail addresses were given out and there was even time to ask a question or two. All and all, everything seemed pretty ambitious and well thought out.
But as impressed as I was with the level of organization I saw, that is not what I remember the most about my Open House experience. What struck me the most is not something you can get sitting on a School Committee or dropping by as a casual visitor, either.
I saw teachers who were very curious to know us, in order to connect to someone they already knew and wanted to know more about -- i.e. our kids. A couple of the teachers even looked at us and tried to guess which teenager we were connected to, even though they’d only had them as students for a couple weeks. I saw teachers who obviously enjoyed teaching, and enjoyed teaching our kids, and said so.
I wondered as I left if teachers have any idea how much that means to parents, to hear that they enjoy teaching our kids. I hoped they had said it to every class.
I have to admit that, at first, this high school Open House experience is awkward. It’s different than being a parent of a kindergartner. Let's just say, after nine years of elementary school, one’s energy level is just not the same. The curriculum looks harder -- if you recognize it at all. You start to wonder, do I belong?
But take it from me: After one Open House experience at CRLS, you will feel right at home.
I’m talking about the now semi-annual CRLS Open House where parents and guardians are invited to follow their kid’s schedule, and sample the courses they will be taking in the new semester, 15 minutes at a time.
What follows is one parent’s experience at last Thursday's Open House.
Since my husband and I happen to be parents of a student in Learning Community “S”, we headed for the initial reception in the “S” office. On the way, we were handed some new, very classy black and silver CRLS bumper stickers that Joanne Ackman, the family liaison, was passing out.
Up on the second floor, Dean Kathleen Wamness was in the "S" office serving cake. Coffee was brewing. The room started filling until it was standing room only. We met some folks and said “Hi” to a bunch of others we knew from elementary school, soccer, baseball -- all over town, really. Who knew that we were all “School S” parents?
Wamness welcomed us and pointed to a looseleaf notebook right near the door. "If your kids tell you they can't get in to see us, it's not true, all they need to do is sign up in this book." And then: "Don't be afraid to call us, that's what we're here for."
Coming out of the office after the reception, we were greeted by a crew of enthusiastic students wearing black “guide” ribbons, and offering to show us the way to our next stop, homeroom. Here we learned that homeroom teachers are functioning like advisors, reading important announcements, checking in with the kids everyday. Guidance counselors are also checking in with students at that time, or the kids can go see them if they want to change classes or talk about a problem.
During the hour that followed, in all four of the classes our daughter takes this semester, I saw the same thing: a confident teacher with a definite teaching philosophy standing in front of us, giving a well-organized presentation on the material to be covered, complete with a syllabus and a “contract” for students and parents to sign (to acknowledge that we’d read the course expectations). They gave us a taste of the daily routine and how it connects to academic, organizational and other skills high schoolers need. Teachers' e-mail addresses were given out and there was even time to ask a question or two. All and all, everything seemed pretty ambitious and well thought out.
But as impressed as I was with the level of organization I saw, that is not what I remember the most about my Open House experience. What struck me the most is not something you can get sitting on a School Committee or dropping by as a casual visitor, either.
I saw teachers who were very curious to know us, in order to connect to someone they already knew and wanted to know more about -- i.e. our kids. A couple of the teachers even looked at us and tried to guess which teenager we were connected to, even though they’d only had them as students for a couple weeks. I saw teachers who obviously enjoyed teaching, and enjoyed teaching our kids, and said so.
I wondered as I left if teachers have any idea how much that means to parents, to hear that they enjoy teaching our kids. I hoped they had said it to every class.
I have to admit that, at first, this high school Open House experience is awkward. It’s different than being a parent of a kindergartner. Let's just say, after nine years of elementary school, one’s energy level is just not the same. The curriculum looks harder -- if you recognize it at all. You start to wonder, do I belong?
But take it from me: After one Open House experience at CRLS, you will feel right at home.
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